The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms

Autor/inn/en	Berlin, Rebekah; Cohen, Julie
Titel	The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms
Quelle	In: AERA Open, 6 (2020) 3, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Classroom Environment; College Readiness; Career Readiness; Learner Engagement; Elementary School Students; Security (Psychology); Emotional Experience; Teacher Student Relationship; Mathematics Teachers; Mathematics Instruction; Common Core State Standards; Alignment (Education); Public Schools; Safety; Educational Assessment; District of Columbia; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Security; Psychology; Sicherheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Public school; Öffentliche Schule; Education; assessment; Bewertungssystem
Abstract	Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the prevalence of standards-aligned mathematics instruction across more than 400 mathematics lessons in Washington, D.C., classrooms. We find no evidence of consistent standards-aligned mathematical engagement absent an engaging, emotionally supportive learning environment. These findings suggest that efforts to help teachers make the instructional shifts outlined in college and career ready standards might also need to support the provision of productive, warm, and nurturing learning environments. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01